Teaching Effectiveness Of Teachers Research Articles

Analysis and construction of evaluation index system for tourism management classroom teaching based on regression model

In order to construct an evaluation index system suitable for tourism management classroom teaching, this article evaluates the teaching effectiveness of teachers and improves the teaching quality of tourism management courses. This article is based on developmental evaluation theory, using Analytic Hierarchy Process, Project Response Theory, and CIPP model to construct an indicator system suitable for tourism management classroom teaching. Then, based on the collected data of 5763 students, the reliability and effectiveness of the tool and indicator system were first verified. Then, the variable of teacher teaching style was introduced to construct an OLS regression model for empirical research. The research will summarize teacher and student data collected through the platform and conduct reliability analysis in SPSS 22.0 software, using Cronbach α The credibility of coefficient testing and evaluation tools. Cronbach in Environmental Fundamentals α The cβoefficient value is 0.8350. Cronbach for resource allocation α The coefficient is 0.735, and the Cronbah of the implementation process α Cronb Bach with a coefficient of 0.7 47 for teaching performance α The coefficient is 0.7240, indicating that rat ings has high reliability. Research has found that among the four specific types, the holistic type has the greatest impact on the specific situation, the holistic type has the greatest impact on the environmental foundation and resource allocation, and the legislative type has the greatest impact on the implementation process and teaching performance.

Exploring the Relationship Between Principal Positive Instructional Supervision and Teacher Teaching Effectiveness: A Cross-Sectional Study in Taiwan

ABSTRACT Research shows that positive instructional supervision by principals cultivates a conducive teaching environment, promoting student success. This study, set in Taiwan, examined the relationship between principals’ positive instructional supervision and teachers’ teaching effectiveness. As a cross-sectional study, it utilized a stratified sampling method, collecting 900 valid survey scales from elementary school teachers in Taipei City. Employing a structural equation model, the study identified principals’ positive instructional supervision had a positive effect on teachers’ teaching effectiveness. Implications emphasize the potential enhancement of teacher effectiveness through positive supervision and clear goal-setting. Long-term positive relationships between principals and teachers enrich positive supervision partnerships.

Student Evaluation of Teaching: A Tool for the Assessment of Teaching Learning Practices in Higher Education Institutions

Student Evaluation of Teaching (SET) is a way to evaluate the teaching effectiveness of teachers, and teaching-learning practices based on students' feedback. It is an evaluation of the teachers by students. SET is considered a tool to assess teaching effectiveness mostly in higher education institutions. Globally, universities use SET, especially in taking the decision of tenure and promotion of professors. This article attempts to gather students' responses regarding the teaching performance of their teachers from one of the campuses in Kailali district, Nepal. A survey research design was adopted to collect students’ responses. A random sampling method was employed to select undergraduate students from the selected campus. Students were asked to fill out a questionnaire consisting of the statements managed on a 5-point Likert scale. IBM SPSS Statistics 20 was used to manage and visualize the data, and the descriptive parameters were calculated for analysis. The results show that the teaching performance of the teachers was quite good in two categories, viz., management and motivation aspects, whereas the teaching performance in the instruction aspect was only satisfactory. This study shows that teachers need to improve their instructional strategies for the betterment of teaching and learning. The study will motivate other scholars and institutions to initiate the practice of SET for the enhancement of teaching and learning in their respective institutions.

Factors affecting the effectiveness of math teachers’ integrated teaching in Vietnam high schools

The teachers’ effectiveness in teaching is considered an important factor in determining the quality of high schools. Therefore, it is necessary to study the factors affecting the effectiveness of math teaching, especially the integrated teaching competence of math teachers in high schools. The main objective of this study is to determine the factors affecting the integrated teaching effectiveness of high school math teachers. Simultaneously, it proposes some appropriate solutions to help teachers have the opportunity to develop integrated teaching competence, contributing to improving the teaching efficiency of math to meet the current educational innovation requirements in Vietnam. SPSS software was used to analyze and process data from a survey of 118 math teachers at 31 high schools in Vietnam. The results of six analyzed variables show that there are three variables affecting teachers’ effectiveness of integrated teaching, including teacher’s perception of integrated teaching; policy on salary, bonus, and material remuneration for teachers; and student characteristics. In addition, the study also shows that teachers with a master’s degree have higher integrated teaching effectiveness than teachers with bachelor’s degree. The results also reveal that seniority and gender have almost no influence on the integrated teaching effectiveness of teachers. However, there is a statistically significant difference in the effectiveness of integrated teaching in grade 12 math teachers compared to grade 10 and grade 11. The new findings of this study have implications for high schools, teacher training institutions, pedagogical schools, and policymakers to improve the effectiveness of integrated teaching.

Multi-Output Based Hybrid Integrated Models for Student Performance Prediction

In higher education, student learning relies increasingly on autonomy. With the rise in blended learning, both online and offline, students need to further improve their online learning effectiveness. Therefore, predicting students’ performance and identifying students who are struggling in real time to intervene is an important way to improve learning outcomes. However, currently, machine learning in grade prediction applications typically only employs a single-output prediction method and has lagging issues. To advance the prediction of time and enhance the predictive attributes, as well as address the aforementioned issues, this study proposes a multi-output hybrid ensemble model that utilizes data from the Superstar Learning Communication Platform (SLCP) to predict grades. Experimental results show that using the first six weeks of SLCP data and the Xgboost model to predict mid-term and final grades meant that accuracy reached 78.37%, which was 3–8% higher than the comparison models. Using the Gdbt model to predict homework and experiment grades, the average mean squared error was 16.76, which is better than the comparison models. This study uses a multi-output hybrid ensemble model to predict how grades can help improve student learning quality and teacher teaching effectiveness.

COMPETENCE OF TEACHERS IN TEACHING AND LEARNING OF SOCIAL SCIENCE TEACHERS IN SCHOOL TOWARDS THE IMPROVEMENT OF TEACHER PROFESSIONALISM

Competence is a combination of three main aspects, namely the knowledge, skills and attitudes that a person must have to perform a task perfectly. This study was conducted to survey teachers' level of knowledge and skills in teaching and learning as these teachers consist of a group of non-option teachers. This study uses a quantitative approach in which the survey method by using a 4 -point Likert scale questionnaire as a research instrument. The study sample involved was a total of 96 people selected by simple random sampling using the Krejcie & Morgan Sample Size Determination Table. The data will be analyzed using Statistical Package for The Social Sciences (SPSS) version 26. Descriptive analysis is used to obtain the mean value, standard deviation, frequency and percentage to see the demographics of the study and see the level of teacher competence in teaching effectiveness and the learning of social science teachers in schools towards the improvement of teacher professionalism. Findings of the study show that teachers 'competencies as a whole are at a moderate level (Value of Teacher Professionalism = 3.44, Teachers' competence in teaching and learning = 3.43 & Practice of teacher teaching effectiveness during teaching and learning = 3.39). The study suggests that the development of teachers to build and strengthen better levels of competencies (professional values, teacher competencies and effectiveness practices) for the teaching and learning process can be achieved for the metamorphic process of educational change.

Physical Activity Domains and Teaching Effectiveness in the New Normal

This study determined the relationship between physical activity domains and the teaching effectiveness of teachers in the new normal in the City Schools Division of Cabuyao, Laguna, Philippines in 2021-2022. The respondents of the study were 79 female and 26 male teachers determined through simple random sampling technique with 4% margin of error. Date gathered using validated researcher-made survey questionnaire were analyzed using arithmetic mean, standard deviation, and Spearman’s Rank-Order correlation. The study found a low positive association between physical activity domains and teachers’ teaching effectiveness in the new normal. The direction and level of correlation between the independent and dependent variables are both positive implying that there is, at the very least, a relationship between physical activity and teaching quality. Hence, physical activity and quality of teaching are directly proportional. Findings also suggest that teacher’s effectiveness depends on their teaching methods, lesson plans, classroom management, and student learning time while physical activity is only a small part of a teacher’s job. While the findings suggest physical activity has low impact on teaching, this study still suggest teachers to be physically active in their day-to-day routines and be proactive in taking steps to help them remain physically fit in order to reduce the stress, mental disorders, and emotional suffering.

The Correlation between Self-Efficacy and Pedagogic Competence with Teacher Teaching Effectiveness

The research aimed to find out the variables which related to the teaching effectiveness and strategy of the teacher and how to improve the teaching effectiveness. This research was conducted in private vocational schools in Citeureup district, Bogor in 2014 with a total sample of 81 science teachers in private vocational schools taken proportionally by random sampling. This study uses survey and correlational research methods and data analysis techniques using statistical tests and simple linear regression as well as multiple linear regression correlations and partial correlation tests. The hypothesis testing was carried out at a significant level of 0.01 and 0.05. The results of the study establish three conclusions, namely: First, there is a significant positive relationship between self-efficacy and teacher teaching effectiveness which is expressed in the equation = 50.350 + 0.627 X1 and the correlation coefficient ry1 is 0.982 and the determinant coefficient r2y1 is 0.964. Second: there is a significant positive relationship between pedagogic competence and teacher teaching effectiveness which is expressed in the equation = 102.83 + 1.553 X2 and the correlation coefficient ry2 is 0.973 and the coefficient of determination r2y2 is 0.947. Third: there is a significant positive relationship between self-efficacy and pedagogic competence together with teacher teaching effectiveness which is expressed in the equation Ŷ = 66.070 + 0.436 X1 + 0.489 X2 and the correlation coefficient ry1.2 is 0.984 and the coefficient of double determination is r2y1.2 of 0.964. The conclusion that can be drawn is that the effectiveness of teacher teaching can be increased through increasing self-efficacy and pedagogic competence.

Research on Dynamic Evaluation System of College English Blended Teaching Based on SPOC

A form of SPOC application is used as a supplement to classroom teaching. Teachers publish teaching videos online and arrange homework. Students can conduct previews and review after class, complete interactive tutoring in the discussion area, conduct online assignments and tests and the teaching effectiveness of teachers Strengthened before and after class. Second, SPOC can be used to carry out flip classroom teaching. According to the teaching objectives, learning activities are designed before, during and after the class and serialized teaching resources are produced and released on the SPOC platform. The activities of the SPOC platform are used to guide the learning process and the teaching interaction is enhanced through platform interaction. In the physical classroom, according to the differences in teaching content and level goals, activities such as questioning and answering questions, organizing discussions among students and implementing comparative evaluation projects can be conducted.

National Competency-Based Teacher Standards and Teaching Effectiveness

The study was conducted to assess the competency and teaching effectiveness of teachers. It aimed at determining the level of teachers’ competency based on the National Competency-Based Teacher Standards in terms of social regard for learning, learning environment, diversity of learners, curriculum, planning, assessing and reporting, community linkages, and personal growth and professional development. It ascertained the level of teaching effectiveness according to commitment, knowledge of the subject, teaching for independent learning, and management of learning. It correlated teaching effectiveness and competency. Also, it identified the variable that singly or in combination best predicts the teaching effectiveness. Employing descriptive-correlational research design, it was delimited to the ninety (90) teacher-participants in Impasugong I District, twenty-nine (29) teacherparticipants in Impasugong II District and sixty-nine (69) teacher-participants in Sumilao District teaching across Grades 1 to VI. Mean, percentage, the Pearson r analysis, and stepwise regression analysis were applied. Among the seven domains of NCBTS, community linkages got the highest aggregate value of 3.88 described which described teachers as proficient. In all domains, the teachers were also found proficient. Results revealed that 0.5% of teachers were fairly effective, 19.15% were satisfactory, 68.09% were very satisfactory, and 12.23% were outstanding. Teaching effectiveness revealed a significant correlation with all the domains of NCBTS. Teachers’ competency in the curriculum was the sole significant predictor of teachers’ teaching effectiveness.

Using Teacher Study Groups to Enhance Teaching Effectiveness of English Language Teachers in East Gojjam Zone

Teachers’ professional development is the core of educational improvement. The study investigated the role of participation in a Teacher Study Group in enhancing English language teachers teaching effectiveness by engaging them in a teacher study group and thereby designing teacher study group procedures that can enhance teaching effectiveness of teachers in the schools. Focus group discussion, document analysis and classroom observation were used as methods of data gathering. The teachers were engaged in a regularly customized TSG activities on the basis of Tripod 7Cs to investigate what they improve on their teaching effectiveness. A thematic crossover analysis is used to present the data.As learned from this case study, it is evident that the teacher’s collegiality and open mindedness to involve in a dialogic TSG has improved. Moreover, as reflected by the teachers, their teaching effectiveness (as self-admitted and measured by Tripod 7Cs) has improved due to participation in TSG. This justifies the worth of a statement nearly a century ago that ‘…there is no workable alternative to working together, respectful of differences and eager to keep the conversation going.” John Dewey, 1938). However, further studies should confirm the viability of TSG discussion focusing on verifying the statistical significance and dimensions of teaching effectiveness TSG brings before it is considered as an alternative CPD modality. Keywords: TSG, Teaching Effectiveness, 7Cs DOI : 10.7176/JEP/10-7-02 Publication date :March 31 st 2019

Teaching Materials Development and Meeting the Needs of the Subject: A Sample Application

It has been determined that the drawings, photographs and pictures related to the subject of the continuity of the tangent function on page 68 of the Ministry of National Education’s twelfth-grade mathematics textbook contradict principles 1, 7 and 10 of Yanpar’s (2007) teaching material development principles. According to these principles, teaching materials should: i) be simple, plain, and understandable, ii) reflect real life as much as possible, and iii) be easy to develop or revise, if necessary. This study aims to develop a portable tangent bridge model to meet the needs of the subject of the continuity of the tangent function. With this aim: i) teaching with the analogies model in the design of the teaching material, ii) “this is my project” format in the development and iii) Yanpar’s (2007) principles were considered. The design of the model lasted 14 weeks. At the end of the study, a portable tangent bridge model from waste products was designed and developed. This model is thought to contribute to the teaching effectiveness of teachers (Shulman, 1987) with content knowledge alongside with pedagogical knowledge (Shulman, 1986). With this contribution, the needs of the subject as described by Taba (1962) and Tyler (1949) will be met. This model will also serve as an example of meeting the needs of the subjects of knowledge and its product, technology, as highlighted by Cahit Arf (Terzioglu &Yilmaz, 2006).

PENERAPAN MODEL PEMBELAJARAN TERPADU UNTUK MENINGKATKAN KETERAMPILAN MENYIMAK DAN BERBICARA SISWA KELAS IX-2 SMPN 17 KENDARI

This study aims to improve: (1) the teaching effectiveness of teachers, (2) students’ learning activities, and (3) listening and speaking skills of grade IX-2 students of SMP Negeri 17 Kendari through the application of integrated learning model. This research was conducted at class IX-2 of SMP Negeri 17 Kendari which consists of 32 students. This research is designed as descriptive study with classroom action research. The data collected in this study were analyzed descriptively, quantitatively and qualitatively. The results of this study indicate that the activities of teachers and students are increase; and the students’ learning outcomes of class IX-2 of SMP Negeri 17 Kendari through the application of integrated learning model are enhanced as well. The action took two cycles, in listening aspect with the speech messages as the lesson and speaking aspect with commenting on the content of the speech as the material. The improvement of learning outcomes for listening aspect is increased to 93.75%, and the speaking aspect to 87.5%.The results of this research are useful to increase the knowledge, give positive impact to improve learning result of Indonesian language at school, and increase knowledge about learning models and its application in learning process. Furthermore, the result can be a platform for further research development.

Effects of video‐based flipped class instruction on subject reading motivation

AbstractVideo‐based flipped class instruction can strengthen the learning motivation of students. The effectiveness of flipped class instruction on teaching effectiveness and subject satisfaction has been evaluated previously. The present study aims to examine the impact of two aspects of subject reading motivation. A total of 100 secondary school students were recruited from 4 classes of 25 students (ie, video‐based flipped Mathematics class, traditional Mathematics class, video‐based flipped Liberal Studies (LS) class and traditional LS class) in two local secondary schools. The same teachers taught both the traditional and video‐based flipped classes in their subject. The students filled in questionnaires which measured: motivation for general reading; motivation for subject reading; academic subject satisfaction and perceived teaching effectiveness of the teachers. Analysis of covariance controlling for motivation for general reading revealed that students in the flipped classes reported significantly lower motivation for subject reading including reading curiosity, reading importance and reading compliance (t (1,98) = 10.52, p < 0.001; t (1,98) = 7.68, p < 0.001; t (1,98) = 20.39, p < 0.001, respectively). However, students in the flipped classes reported significantly higher satisfaction and teaching effectiveness than those in the traditional classes (t (1,98) = −15.61. p < 0.001; t (1,98) = −11.98, p <0.001, respectively). A partial correlation controlling for motivation for general reading indicated that motivation for subject reading was negatively associated with academic subject satisfaction and perceived teaching effectiveness of teachers (rs ranged from −0.51 to −0.62, p < 0.001). Video‐based flipped class instruction was not only related to increased academic subject satisfaction and teaching effectiveness but also associated with lower motivation for subject reading. These findings suggest that video‐based flipped class instruction had limited capability to strengthen the learning motivation of students.

Job Satisfaction and Teaching Effectiveness of BTC and Special BTC Teachers in Uttar Pradesh

Job satisfaction acts as a powerful force that gives happiness and increase ones efficiency to work effectively. Job satisfaction of the teachers, who have an important place in the information society, will affect the quality of the service they render. Job satisfaction and the teaching effectiveness of teachers are directly related. The more the teacher is effective in his teaching the more he/she is satisfied in his/her job. Teachers are said to be the builders of nation. If the teachers are satisfied in their jobs and have effective teaching, than it directly leads to the beneficiary for the students, which help in their teaching learning process. Descriptive survey method was used by the investigator on a sample of 150 teachers, 100 BTC Teachers and 50 Special BTC Teachers selected by Purposive Sampling technique in Bareilly district of Uttar Pradesh. Standardized Job Satisfaction Scale by Dr. Meera and Teaching Effectiveness Scale by Dr. Umme Kulsum were used by the investigator. The findings revealed that the job satisfaction and Teaching Effectiveness of teachers was high .They are satisfied with their jobs. There occur no significant difference in job satisfaction and Teaching Effectiveness among the said teachers on the basis of their gender and qualification.

DOES AN IDEAL TEACHER MAKE AN EFFECTIVE EDUCATOR? AN EVALUATION OF WORK VALUES AND TEACHING EFFECTIVENESS

INTRODUCTION:A value is considered as a principle or standard that is held in high esteem by an individual and is related to all aspects of one's personal and official life. Values should be developed in themselves so that individuals can meet their needs in socially acceptable ways (Rokeach, 1973). The more a person knows about his or her values, the better he or she will be able to determine which work environment would fit their personal and professional needs, and the skills they want to use and develop there. Research can give insights that values are stable and predictable of behavior over time (Meglino, Ravlin& Adkins, 1989; Rokeach, 1973). Thus, values act as a considerable factor in human motivation and achievement (Mankoff, 1974) and decision-making processes (Brown, et al., 2002). Work values are, thus, one aspect of an individual's value system. Work values are considered as the desired end state of an individual's participation at work. Therefore, these work values assist in defining career paths and goals. Nevertheless, once an individual joins an organization, its natural tendency that the individual would be susceptible to the organization's work values. These values will be used to guide how those who work in the organization should function. On the other hand, Locke and Henne (1986) posited that an individual's work values may also affect their work or desired goal, as well as effort and work performance.Blood (1969) and Wollack, et al., (1971) believed that values exist as a system of ethics. Work values have to impact on the worker's effective responses to work both in general and to specific characteristics (Blood, 1969). Zytowski (1970) surmised that a set of concepts that mediate a person's affective orientation and classes of external objects offering similar satisfaction is called as value.It could never be denied that work values of teachers contribute to their teaching effectiveness. Walker (2008) noted that effective teachers reach classrooms with preparation for teaching. They possess optimistic attitudes about teaching, students and set no limits on students since they believe everyone can be successful. Furthermore, the most effective teachers are resourceful and inventive in how they can teach their classes and they are fair in handling their grading. It is inferred that these characters contribute in shaping the students to become learned, committed, dedicated, resourceful and innovative.The study on work values and teaching effectiveness of teachers is based on the self-efficacy theory of Bandura. A person is believed to be self-efficient when he/she can maximize his full capabilities to organize and execute the courses of action in order to attain goals. This is when a person's belief on self about the ability which is reflected in their outputs (Bandura, 1977, 1986, 1997). With this, self-efficacy reflects the teacher's confidence in his or her ability to exert control over motivation, behavior, and teaching environment. This has a considerable effect of teaching experience to produce quality results as reflected on the students' performance. It is inferred that a teacher's behavior is motivated and regulated by self-evaluation reactions to their own actions, and therefore self-directedness partly determines the teacher's behavior inside the classroom. The goal to look into the connection between teacher's effectiveness in class and work values led the researcher to conduct this study. Specifically, this study aims to determine:1. The level of work values of science teachers2. The level of teaching effectiveness of science teachers;3. The significant difference in the teaching effectiveness of science teachers according to the level of their work valuesMETHODOLOGY:The study involves thirty-five science teachers, 24 administrators and 375 first-year students who are taking up science subjects in Capiz State University for the SY 2014-2015. …

The Design and Research of Multifunctional NC Maintenance Training Platform

Nowadays though there are large varieties of NC maintenance training equipments in China, the high price as well as the lack of multi-function has made the existed equipments fail to meet teachers and students’ real demands during the NC maintenance training process, it is of great significance to design a special equipment which can combine the theory and practice during the teaching process. Based on the real demands during the teaching practice and taking the PLC assembling software as a core, the NC maintenance training equipment which can fulfill lots of functions including the machine installation and adjustment was designed in this article to enhance the teaching effectiveness of teachers as well as the practice abilities of students.

Towards a Pedagogy for the Application of Empathy in Culturally Diverse Classrooms

Empathy is theorized to improve the teaching effectiveness of teachers in urban and multicultural classroom settings. However, the field has few models useful for training and preparing teachers to cultivate empathy as a professional disposition. This study examines the academic, behavioral, and social/relational interactions of four White female high school teachers with their Black male students. Findings suggest that empathy, as a professional disposition applied by teachers to negotiate interactions with students, requires two phases of implementation. Phase 1 is the acquisition of new knowledge. Phase 2 is the strategic negotiation of that knowledge and interpretation of student feedback to make the necessary pedagogic adjustments in subsequent student–teacher interactions. Implications for teacher education and professional development are discussed.

Hours of Contact and Their Relationship to Students' Evaluations of Teaching Effectiveness

This study was designed to determine if hours of contact with a teacher influenced a student's perceptions of teaching effectiveness. Three hundred forty-one nursing students used a researcher developed instrument to rate five teachers of nursing on classroom teaching effectiveness, and one of the five teachers on clinical teaching effectiveness. Results indicated that a positive relationship existed between students' ratings of their clinical teacher's teaching effectiveness in the classroom and clinical area. The significant Pearson correlations for the five teachers ranged from .61 to .91 (p = .000). The hypothesis, that increased contact hours with a teacher would have a positive influence on students' evaluations of a teacher, received support. Three of five clinical groups of students gave their clinical instructors significantly higher scores for classroom teaching effectiveness than did other students.